Transforming teacher education in Odisha through ICT integration: A study on transaction modalities

Abstract The synergy of information and communication technology (ICT) with teacher education has predominantly emerged as a transformative ally to develop the pedagogical practices and to improve learning outcomes. In states like Odisha where educational disparities and infrastructural challenges exists, ICT can play a vital role in modernizing the education system and ensuring equitable access to education. The study examines the integration of ICT within teacher education programmes, focusing on teacher trainees’ access to resources, digital competencies, and pedagogical practices. Findings revealed an inconsistent access to ICT infrastructure, with many trainees reporting only occasional use of essential tools such as personal computers and interactive whiteboards. While basic ICT tools, including multimedia and email, are utilized frequently, the engagement with advanced applications, such as video conferencing and collaborative platforms, is notably limited. Furthermore, a significant disparity exists in the digital competencies of trainees, underscoring the necessity for training programmes that prioritize the pedagogical application of ICT rather than mere operational proficiency. The study also identifies barriers to effective ICT integration, including inadequate infrastructure, insufficient technical support, and time constraints. Teacher trainees express the need for enhanced access to quality equipment and structured pedagogical training to facilitate meaningful technology use. In conclusion, this research highlights the critical need for teacher education institutions to address infrastructural, policy, and professional development challenges to adequately prepare future educators for the demands of digitally enriched learning environments, thereby improving the overall quality and relevance of education.